Combatting Bullying

LESSON AND ASSESSMENT PLAN LEARNING OBJECTIVES

Purpose of the How can I use textual evidence to support my analysis of the text?
Lesson: Central
Focus
Students will be able to:
Learning Paraphrase and/or quote textual evidence to support their analysis
Objective(s)
Convey the central idea using key details found in the text
When students enter the door, the teacher will greet them and provide instructions
on their introductory task. Target Time, a warm-up learning segment will occur for
the first five to seven minutes of class time. The classroom is separated into nine
table groups of four desks. Each table group of will have at least one pair of
students working together on the daily. In order to collect the students attention, a
clapping method is used. The teacher will begin with the clapping, and the
students are expected to repeat the clapping pattern. During classwork, the teacher
will be observing as the students work together and as the students work alone. If
the teacher feels that the student is disengaged or confused, the teacher may
prompt the student to get back on task or provide extra support through small
Facilitation & Safety
group instruction or personal instruction. Supplies are handed out by the teacher.
All hand outs and readings are provided by the teacher. If a student needs to use a
tissue, the student will put a finger on their nose, and raise their hand. The teacher
will allow the student to retrieve a tissue. If the student requires a specific supply,
the student needs only raise their hand and ask for it. As we transition from one
activity to the next, the teacher will perform the same clapping pattern that she
uses to collect their attention. Aside from the table group arrangement, there is a
small table in the back of the classroom that is used for small group learning so
that the students may receive more one on one instruction. For a majority of this
units lesson, the students will have laptop carts inside of the classroom.
Students will analyze or break down key information to support their responses.
Language The teacher will model this by taking apart the important or relevant information
Function to respond to the text dependent question exemplar. The teacher will also cite or
Academic Language

give credit to the author in her modeling.

Students are familiar with paraphrase, which is to restate the evidence in their own
words. An in-text quotation is also a familiar vocabulary word, and something they
Vocabulary
have done before. A summary is an overview of the central idea with key details
that support the central idea.
Syntax or Students will be writing different sentence types, (simple, compound, complex)
Discourse paragraphs, and short phrases in their responses and summaries.
ELAGSE6RL1: Cite textual evidence to support analysis of what the text says
GSE - Georgia explicitly as well as inferences drawn from the text.
Standards of ELAGSE6RL2: Determine a theme and/or central idea of a text and how it is
Excellence conveyed through particular details; provide a summary of the text distinct from
personal opinions or judgments.
Formal and Informal The assessment that the students will complete is their groups text dependent
 question (TDQ). Students will hold onto their responses. The text dependent
questions are:

Text Dependent Questions/ Table Group Questions:

1. Why does the author include survey results from Cyberbullying Research
Center? Use details from the text to support your inference.

2. How does the author convey the central idea in the section titled Why Do
Assessment People Cyberbully? Cite textual evidence in your response.

3. How does the author convey the theme of technology can be helpful and
harmful? Use explicit or detailed evidence from the text.

4. Why does the author include bulleted lists? What impact does this have on
your understanding of the topic? Use evidence to support your inference.

Students will turn in their summary of the text that includes the central idea and
key details that support it.
LESSON AND ASSESSMENT PLAN ACTIVITIES
The teacher will great the students as they walk into the door. Target Time will be
Instructional Strategies & Learning Tasks that Support Diverse Student Needs

projected on the smart board for the students to work on. The warm up will go for
seven minutes. The teacher and the students will discuss the answers, and how the
Introduction students chose their answer. The teacher will then perform her clapping pattern.
(15 minutes) Once the teacher has the students attention, she will project the bullying video.
After the five-minute video is done, the teacher will ask the students opinions.
How did the video make them feel? What stuck out the most from the video? What
was the point of the video?
Body The teacher will introduce this weeks unit. This weeks unit will be creating a
(35 minutes) research presentation with cited evidence from credible or reliable sources found
on the internet. The teacher will introduce the main topic of the unit through the
text World Wide Web of Hurt by Tamekia Reece. Because the students are living
in a technological age, this text was chosen to highlight the potential dangers that
youth their age may or be experiencing. Before reading, the teacher will provide
each table group with a text dependent question (TDQ). The teacher will have the
students read the TDQ to themselves. After providing some time to think of the
question, the teacher will hand out the World Wide Web of Hurt text to each
student. Before the teacher begins reading, she will introduce the exemplar TDQ
How does the author organize the information in the text? The teacher will
instruct the students to follow along as she reads the text aloud. As the instructor
reads, she will pause and perform a think aloud on how she will annotate the text.
She will explain the hows and whys of her annotation to the students. The
annotations will be performed using the lumens ladybug projector, which will
project the text onto the smart board via the classroom projector. The teacher will
now refer back to the exemplar TDQ. The teacher will ask the students to help her
identify or seek out evidence or details that would support the response. The
instructor will then have the students take notes of her annotations. The students
will then receive their text dependent questions (TDQ). Each group will have a
 different TDQ to work on. The instructor will instruct the students to read their
TDQ to their group members, and annotate in order to answer their question.
Using the question given to them, the students will analyze, or seek out key details
found in the text, to support their response for the TDQ. On the smart board, the
teacher will provide a sentence starter for the students as they cite theyre
information. According to Tamekia Reece, will be a supporting statement that
the students may use when citing their evidence, or providing supporting
information found in the text. The students will have ten to fifteen minutes to work
together and respond to their TDQ. After they respond, the teacher will prompt the
students with the clapping pattern. The teacher will then review theme and central
idea. Asking for the definition, the teacher will have the students raise their hands
to define the terms. The teacher will look for theme being defined close to the
message or lesson the text is conveying, and central idea being what the text is
primarily discussing or highlighting. After defining the two literary terms, the
teacher will prompt the students to think about the text they just read. With their
notes and annotations, the teacher will ask the students to identify or point out the
central idea. Once the class has a central idea established, the teacher will write the
central idea on the board. The students will then be asked to take out a separate
sheet of paper. On their own, the students will be asked to write a summary. A
review on a summary will be provided to refresh the students memory. The
teacher will have the students state the central idea and have the students go back
and cite key details that support the central idea. Students are expected to have at
least four to five sentences in their summary. Once students are done, they will
turn in their work in their corresponding class basket.
The annotations that the students performed today will assist them in annotating
their sources for the upcoming research mini project that they will start on
Closure
February 14th. The students will also be expected to summarize the information
(5-7 minutes)
that they find in their research. The work the students performed today will serve
as practice for the rest of the unit.
Some students in the classroom will benefit from having the text read to them.
Because it is a complex text, the teacher will read aloud to the students as they
follow along. The teacher will address complex or unfamiliar vocabulary and
Differentiation,
clarify the definition and its context. The teacher will ask students if there are
Modification(s), and
words that were confusing or if there needs to be any clarification on the ideas
Accommodation(s)
being discussed. The teacher will take short breaks between paragraphs to clarify
and summarize what the text is about so far. As a supporting device, the teacher
will provide sentence starters to begin their responses.